Cat, Fish etc programmes

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1 Cat, Fish etc programmes (to teach French as a foreign language) The Catfish programmes are based on an adaptation (for the young public) of the first two levels of the Common European Framework of Reference for languages (CEFR). In order to assess pupils' progress, you can use a European Language Portfolio (also based on the CEFR). If you are based in the UK, you may like to use the one published by the CILT (which merged with CfBT Education Trust in 2011) and the European Council: portfolio.aspx Catfish programmes and CEFR Programme Cat (equivalent 5 school years) Programme Fish (equivalent 3 school years) CEFR Stage 1 + Stage 2 Stage 1 A1.1 Stage 3 Stage 2 A1 Stage 4 Stage 3 A2.1 Stage 5 A2 The DELF Prim' is part of a series of official exams for those who want their level in French to be attested. If you are based in the UK and would like more information or would like your pupils to take this exam, you can contact Axelle Oxborrow (French Institute of the United Kingdom).

2 Unless specified otherwise, any of the themes listed below can be used to achieve any of the linguistic objectives of the Catfish programmes. It is highly recommended to use each theme more than once as this will help children greatly in memorising vocabulary. The basics - Colours - Numbers - The alphabet - Greetings (Bonjour, comment ça va? (Hello, how are you?)) Nature, environment - Weather forecast - Seasons - Gardening - Planet Earth (seas, mountains, continents) - Directions (droite (right), gauche (left), sur (on), sous (under), dans (in)) Everyday life, talking about myself and other people - ''Myself'', introductions (personality, feelings) - Family - House - Human body / clothes - Pets - Daily routine (je me lève (I get up), je mange (I eat)) - Food - School (objects, furniture, people associated with school) - Transport - Holidays - Games, sport and free-time activities - Time (telling the time) - Personal schedule (days of the week / activities) Culture - The French-speaking world (called francophonie in French) - Customs (food, traditions, festivals / celebrations) - Arts (painting, theatre, cinema, music, sculpture) Secondary themes: Nature, environment - Wildlife - Plants - Cosmos / planets / stars Imaginary world - Imaginary characters (fairies, monsters etc), fairy tales characters - Magic

3 The Fish programme is made of 3 stages (levels) and is suitable for children with at least two years experience in reading and writing in the main language they use at school. FISH PROGRAMME - stage 1 (A1.1) Listening Speaking Reading Writing - Vocabulary associated with familiar topics - Basic sentences - Repetition of simple sentences (bonjour (hello), merci (thanks), au revoir (bye), je m'appelle (my name is), j'aime (I like), je n'aime pas (I don't like)) - Memorisation of words / expressions which can then be used to introduce / describe people or places Connection of speaking and writing skills: - activities that work towards the acquisition of the writing skill (eg. games on the number of syllables contained in words) - Association of letters / sounds (phonic symbol and sounds, simple and complex sounds) - Written reproduction of words - Construction of words using prepared syllables (sounds composed of one letter as well as those composed of several letters) Language as action only Important themes: - alphabet - numbers - colours - greetings / introducing oneself (je m'appelle (my name is), j'ai 8 ans (I am 8), j'ai un frère (I have a brother), j'habite (I live), je suis content / triste / fatigu é (I am happy / sad / tired)) - gender (feminine / masculine) It is important to bear in mind that children taking the Fish programme know how to read and write in their native language. This knowledge must be taken into account and used when teaching a foreign language (in order to facilitate the learning process).

4 The Fish programme is made of 3 stages (levels) and is suitable for children with at least two years experience in reading and writing in the main language they use at school. FISH PROGRAMME - stage 2 (A1) Listening - Reinforcement of knowledge acquired through stage 1 - Language as reflection: identification / understanding of simple words and sentences Speaking - Reinforcement of knowledge acquired through stage 1 - Memorisation of new words (in order to develop children's vocabulary) - Describing / introducing people or places using short, simple sentences made of memorized words Reading - Reinforcement of knowledge acquired through stage 1 - Deciphering / identification of simple words and sentences (previously learnt orally) Writing - Reinforcement of knowledge acquired through stage 1 - Writing of short, simple sentences (previously learnt orally) Interact as much as possible using regular verbs (ending ''er''), in the present tense (indicative mood), in the pass é compos é (French equivalent of preterit) and in the near future (singular only: je (I), tu (you), il (he), elle (she)). Revew of the ''important themes'' learnt during stage 1

5 The Fish programme is made of 3 stages (levels) and is suitable for children with at least two years experience in reading and writing in the main language they use at school. FISH PROGRAMME - stage 3 (A2.1) Listening - Reinforcement of knowledge acquired through stages 1 and 2 - Develop level of understanding: sufficient to engage in a short exchange (eg. ask for directions, make a purchase) Speaking - Reinforcement of knowledge acquired through stages 1 and 2 - Mé morisation and use of short, simple sentences in order to describe pictures or everyday situations, and to talk about likes or dislikes Reading - Reinforcement of knowledge acquired through stages 1 and 2 - Deciphering / understanding of short texts about everyday life (eg. family, games, school) Writing - Reinforcement of knowledge acquired through stages 1 and 2 - Writing of short, simple sentences (eg. write a postcard) Verb conjugation : to be ( être), to have (avoir), to go (aller), to do (faire), regular verbs (ending ''er'') in the present tense (indicative mood), in the pass é compos é (French equivalent of preterit) and in the near future (under acquisition so errors are still made and help from the adult is likely to be needed).

6 The Cat programme is made of 5 stages (levels) and is suitable for children with less than two years experience (or with no experience) in reading and writing in the main language they use at school. CAT PROGRAMME - stage 1 (A1.1) Listening Speaking Reading Writing - Vocabulary associated with familiar topics - Understanding of simple, short sentences - Repetition of words and simple sentences (bonjour (hello), merci (thanks), au revoir (bye), je m'appelle (my name is), j'aime (I like), je n'aime pas (I don't like)) - Memorisation of words which can then be used to describe pictures (some of them representing everyday situations) - Association of pictures / words - Categorisation -based on visual criteria- of words (eg. number of letters) - Written reproduction of words (copying) Language as action only Important themes: - alphabet - numbers - colours - greetings / introductions (Bonjour, je m'appelle (Hello, my name is)) Approach: the work is based essentially on repetition and learning of words.

7 The Cat programme is made of 5 stages (levels) and is suitable for children with less than two years experience (or with no experience) in reading and writing in the main language they use at school. CAT PROGRAMME - stage 2 (A1.1) Listening - Reinforcement of knowledge acquired through stage 1 - Understanding / identification of words (language as action only) Speaking - Reinforcement of knowledge acquired through stage 1 - Expansion of the vocabulary knowledge (memorisation of new words) - Wording of short, simple sentences made of fixed words (eg. la chenille mange une feuille and variations, changing the subject or the object) Reading - Reinforcement of knowledge acquired through stage 1 - Working towards the acquisition of writing skills (eg. games on the number of syllables contained in words) Writing - Written reproduction (and illustration) of simple sentences - Reconstruction of short, simple sentences (previously learnt orally) using fixed words (visual recognition of words see the reading skills of stages 1 and 2) As much as possible, try to interact with children using regular verbs (ending -er), in the present tense (indicative mood) and in the singular only (je (I), tu (you), il (he), elle (she)).

8 The Cat programme is made of 5 stages (levels) and is suitable for children with less than two years experience (or with no experience) in reading and writing in the main language they use at school. CAT PROGRAMME - stage 3 (A1) Listening - Reinforcement of knowledge acquired through stages 1 and 2 - Language as action: identification / understanding of simple sentences - Language as reflection: identification / understanding of words Speaking - Reinforcement of knowledge acquired through stages 1 and 2 - Memorisation of short, simple sentences which can then be used to describe pictures (some of them representing everyday situations) Reading - Reinforcement of knowledge acquired through stages 1 and 2 - Association of letters / sounds (phonic symbols and corresponding sounds), sounds composed of one letter only - Reading and understanding of indications contained in short texts (made of basic sentences) about familiar topics Writing - Reinforcement of knowledge acquired through stage 2 - Reconstruction of words using prepared syllables (sounds composed of one letter only) - Reconstruction of short, simple sentences (previously learnt orally) using fixed words - Writing of simple dictated sentences (eg. elle porte une jupe (she wears a skirt), tu portes une jupe (you wear a skirt)) - Introduction to verb conjugation: être (to be), avoir (to have), aller (to go), faire (to do), in the present tense (indicative mood), in the singular only (je (I), tu (you), il (he), elle (she)) - Mention of future and past notions (pass é compos é (French equivalent of preterit) and near future)

9 The Cat programme is made of 5 stages (levels) and is suitable for children with less than two years experience (or with no experience) in reading and writing in the main language they use at school. CAT PROGRAMME - stage 4 (A2.1) Listening - Reinforcement of knowledge acquired through stages 1, 2 and 3 - Language as reflection: understanding of simples / basic sentences Speaking - Reinforcement of knowledge acquired through stages 1, 2 and 3 - Expansion of the vocabulary knowledge (memorisation of new words) - Construction of sentences, using words previously memorized and some basic connecting words (et (and), avec (with), parce que (because)) - Use of pass é compos é (French equivalent of preterit) and near future (verbs ending -er as well as aller (to go) and faire (to do)) Reading - Reinforcement of knowledge acquired through stages 1, 2 and 3 - Association of letters / sounds (phonic symbols and corresponding sounds), including sounds composed of several letters - Interrogative forms: ''est-ce-que'', qu'est-ce-que (what), pourquoi (why), o ù (where) Writing - Reinforcement of knowledge acquired through stages 2 and 3 - Writing of words of regular spelling, composed of simples sounds (eg. papa, lune) and of a few complex sounds (ou, oi, eau) - Reconstruction of words and short sentences using prepared syllables (including sounds made of several letters) - Editing of short paragraphs on familiar topics (eg. myself or physical self description) - Review and improvement of the followings: conjugation of the verbs être (to be), avoir (to have, aller (to go), faire (to do) in the present tense (indicative mood), in the singular only (je (I), tu (you), il (he), elle (she)) - Introduction to pass é compos é (French equivalent of preterit) and near future as well as use of plural (nous (we), vous (you), ils and elles (they)) in the present tense

10 The Cat programme is made of 5 stages (levels) and is suitable for children with less than two years experience (or with no experience) in reading and writing in the main language they use at school. CAT PROGRAMME - stage 5 (A2) Listening - Reinforcement of knowledge acquired through stages 1, 2, 3 and 4 - Understanding of simple sentences in the pass é compos é (French equivalent of preterit) and the near future (with assistance from the interlocutor, clarity of diction, repetitions if necessary, and stress on time indicators such as hier (yesterday), demain (tomorrow)) Speaking - Reinforcement of knowledge acquired through stages 1, 2, 3 and 4 - Memorisation of new words and sentences (in order to develop children's vocabulary) - Construction of sentences containing basic connecting words (eg. et (and), avec (with), parce que (because)) as well as time indicators (eg. la semaine prochaine (next week), jeudi dernier (last Thursday)) - Use of pass é compos é (French equivalent of preterit) and of near future (verbs ending -er as well as aller (to go) and faire (to do)) Reading - Reinforcement of knowledge acquired through stages 1, 2, 3 and 4 - Interrogative forms: ''est-ce-que'', qu'est-ce-que (what), pourquoi (why), o ù (where) - General understanding of more complex short texts Writing - Reinforcement of knowledge acquired through stages 2, 3 and 4 - Writing of words only encountered orally, which can contain simple sounds and / or complex sounds (spelling errors very likely to occur) - Conjugation: introduction to use of plural in the pass é compos é (French equivalent of preterit) - At this stage, children may not be aware of the grammar technicality. The objective is to make them realise that temporality (past / present / future) implies different forms of conjugation - Understanding will be assisted by repetition and a slow speech rate from the interlocutor - Develop the ability of children to ask the interlocutor to reformulate or to speak at a slower pace

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